The most interesting part of my GAME Plan as I implement some of the components into my lessons is that I am finding that I do not need to entirely change everything I do in my classroom. I can appeal to many of the technology standards for my students by modifying a few parts of what I already do in my classroom.
Digital storytelling is a great addition to my lessons. Digital story telling is great for my language arts classes and social studies. The video "Spotlight on Technology" offers a whole host of benefits that our students receive when using digital storytelling. First, our students are really interested in the use of technology, and are fascinated with making visually captivating artifacts. Digital storytelling also reaches a much wider audience. Students also use digital storytelling to appeal to certain people to bring political, social, or environmental change, (Laureate Education, Inc., 2009).
One aspect any teacher must keep in mind, also mentioned in "Spotlight on Technology" is the need to incorporate our local, state, and federal standards into the lesson when implementing a digital storytelling project into the classroom. I believe there are many ways to include these standards when using digital story telling in the classroom. My social studies classes can retell a historical conflict, show animal migration, or do a time line for ancient civilizations, all of which are mandated by our state content standards.
I like the use of book trailers for digital storytelling. My students recently completed a book trailer in my language arts class. The project hit many of our state content standards and used many of the writing steps. You can find book trailers with a simple search on Google. "Spotlight on Technology" also mentioned book, movie, or music reviews with the use of technology. I think this is also a really creative idea, "(Laureate Education, Inc., 2009). Students could recreate Shakespeare scenes, animate their poetry, or recreate a book ending all of which would engage my students and involve them with the use of technology.
My GAME Plan uses “technology to accomplish goals instead of using technology for technology sake"(Laureate Education, Inc., 2009). My GAME Plan also shows my students how to problem solve with real world examples preparing them for their futures as adults.
References:
Laureate Education, Inc. (Producer). (2009b). Program twelve. Spotlight on technology: Digital Storytelling, Part 1 [Motion picture]. Integrating technology across the content areas. Baltimore: Ertmer, P.
Monday, December 21, 2009
Tuesday, December 15, 2009
NETS Teacher and Student Standards and my GAME Plan
After reviewing the national educational technology standards for both teachers and students, it would seem natural for many of the concepts to be related.
The first teacher standard deals with facilitating and inspiring learning and creativity. Without technology this seems like an insurmountable task, with technology teachers have to do little to inspire. This coincides with the first student standard which is creativity and innovation. I have found that many of my students have few problems being creative and innovative with the use of technology. When I did my book trailer assignment, I found that most of my students went way above and beyond the minimum requirements of the assignment.
Working with others is another great way to learn more and to problem solve. The teacher standard, “engage in professional growth and leadership” seems to relate to the student standard, “communication and collaboration”. As a reluctant student myself in grade school, I never seemed to do very well in the traditional instructional model of lecture, test. I did respond to group work, and I can think back and remember the main ideas of those lessons. We know so much more in the 21st century about how people learn and collaboration is a way to appeal to many more students than in the past. Working with my colleagues still engages me more than listening to a lecturer even as an adult.
The next standard is the student and teacher promoting and exhibiting digital citizenship. Character education is growing more and more necessary with recent school violence making national and world news. Digital citizenship takes character education to the next level with responsible web usage and explaining and modeling the importance of cyber behavior.
Based on my GAME plan I have many ways to use the student standards in my unit. By modeling technological use, giving clear explicit directions, and letting my students work through the problems they encounter I can implement the standards into my lessons.
These are just a couple examples of the similarities of the standards for teachers and students. As always I appreciate your thoughts, comments and suggestions. Thanks for reading my blog.
Resources:
National Education Standards for Students (NETS-T) located at
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
The first teacher standard deals with facilitating and inspiring learning and creativity. Without technology this seems like an insurmountable task, with technology teachers have to do little to inspire. This coincides with the first student standard which is creativity and innovation. I have found that many of my students have few problems being creative and innovative with the use of technology. When I did my book trailer assignment, I found that most of my students went way above and beyond the minimum requirements of the assignment.
Working with others is another great way to learn more and to problem solve. The teacher standard, “engage in professional growth and leadership” seems to relate to the student standard, “communication and collaboration”. As a reluctant student myself in grade school, I never seemed to do very well in the traditional instructional model of lecture, test. I did respond to group work, and I can think back and remember the main ideas of those lessons. We know so much more in the 21st century about how people learn and collaboration is a way to appeal to many more students than in the past. Working with my colleagues still engages me more than listening to a lecturer even as an adult.
The next standard is the student and teacher promoting and exhibiting digital citizenship. Character education is growing more and more necessary with recent school violence making national and world news. Digital citizenship takes character education to the next level with responsible web usage and explaining and modeling the importance of cyber behavior.
Based on my GAME plan I have many ways to use the student standards in my unit. By modeling technological use, giving clear explicit directions, and letting my students work through the problems they encounter I can implement the standards into my lessons.
These are just a couple examples of the similarities of the standards for teachers and students. As always I appreciate your thoughts, comments and suggestions. Thanks for reading my blog.
Resources:
National Education Standards for Students (NETS-T) located at
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Tuesday, December 8, 2009
Revising My GAME Plan
When I first look at technology I am always intimidated until I get involved with the project. Then, I am always amazed at how easily and quickly I am able to implement technology into my classroom. One of my biggest fear about starting an online collaboration project was the feeling that too many of my student’s parents were not on-line at home. After polling my classes many of my students responded positively about on-line collaboration and reported that nearly all homes were connected to the World Wide Web. This gives me a much less anxiety when I decide to start a project that deals with collaboration.
Probably the only component I have yet to do is to find time in my units between my lessons and standardized testing to start a project like this. Certainly the biggest hurdle is not my students or technological constraints.
There are several NETS-T Goals that are applicable here, however one really stands out as being the most important for me; to facilitate and Inspire Students Learning and Creativity. This is one I think is the most important because when I, as a teacher, am inspired to create, my students are then inspired to create. I notice on days when I do not feel well, and I do not have the energy, and I am just going through the motions at work, my students pick up on that and seem to have a slow day as well. But on my normal days when I am my typical upbeat self, my students are upbeat as well.
The next NETS-T Goals is to engage in Professional Growth and Leadership. I have enrolled in the technology pioneers program through my school district, continued to be on out technology committee, and volunteer to give technological presentations to show how I am implementing technology into my classroom. These are just a couple examples of how I am engaging in professional growth and leadership.
I am enrolled in a technology professional development seminar through my school district. This program meets one time per month for a full eight hour day making it an 80 hour program. This program is a great way to synthesize what I learn here at Walden into my lessons. The program is the perfect way to extend what I am learning at Walden. Although there is so much information I feel like I have a decent grasp on most of it, and actually feel like I can implement almost any of it into the classroom immediately.
I hope you like my blog. As always feel free to leave comments and suggestions.
Probably the only component I have yet to do is to find time in my units between my lessons and standardized testing to start a project like this. Certainly the biggest hurdle is not my students or technological constraints.
There are several NETS-T Goals that are applicable here, however one really stands out as being the most important for me; to facilitate and Inspire Students Learning and Creativity. This is one I think is the most important because when I, as a teacher, am inspired to create, my students are then inspired to create. I notice on days when I do not feel well, and I do not have the energy, and I am just going through the motions at work, my students pick up on that and seem to have a slow day as well. But on my normal days when I am my typical upbeat self, my students are upbeat as well.
The next NETS-T Goals is to engage in Professional Growth and Leadership. I have enrolled in the technology pioneers program through my school district, continued to be on out technology committee, and volunteer to give technological presentations to show how I am implementing technology into my classroom. These are just a couple examples of how I am engaging in professional growth and leadership.
I am enrolled in a technology professional development seminar through my school district. This program meets one time per month for a full eight hour day making it an 80 hour program. This program is a great way to synthesize what I learn here at Walden into my lessons. The program is the perfect way to extend what I am learning at Walden. Although there is so much information I feel like I have a decent grasp on most of it, and actually feel like I can implement almost any of it into the classroom immediately.
I hope you like my blog. As always feel free to leave comments and suggestions.
Thursday, December 3, 2009
Maintaining MY GAME Plan
Although my original game plan has changed, My initial actions have applied in the same way. When I first started my GAME Plan, I was focused so much more on how it affected my students and what I had to have my students do. I have since changed my thinking to: what do I, as an educator, need to do differently.
· How effective were your actions in helping you meet your goals?
My actions got me started in the right direction I suppose. The more I involved myself in the process I found myself heading in other directions. I started this entire process with the school of thought; how can I create something for my students. I ended up by asking myself, what changes do I need to make to make this successful in my classroom. I have learned that I am the one that needs to make the changes, rather than my students.
· What new questions have arisen?
I always have the same old feeling of, “the more I know, the less I understand,” when undertaking new concepts and ideas. I do, however, feel that I have a much better handle on how to implement problem based learning into my classroom.
· How will you adjust your plan to fit your current needs?
The main think I have needed to adjust is making the transition from information giver to facilitator. Make this transition seems easy, however, it completely reverses all the instructional methods I have learned in my education classes. Dr. Peggy Etmer states that, “recognition and acceptance of new roles and responsibilities,” is a vital key to making the adjustment as an educator, (Ertmer, Simons, 2006). Identifying the new roles to fascilitate problem-based learning and accepting them is necessary for make this work in the classroom.
Thanks for taking the time to read my blog. As always I encourage your input, comments, and suggestions.
Thanks
Paul
Resources
Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54.
· How effective were your actions in helping you meet your goals?
My actions got me started in the right direction I suppose. The more I involved myself in the process I found myself heading in other directions. I started this entire process with the school of thought; how can I create something for my students. I ended up by asking myself, what changes do I need to make to make this successful in my classroom. I have learned that I am the one that needs to make the changes, rather than my students.
· What new questions have arisen?
I always have the same old feeling of, “the more I know, the less I understand,” when undertaking new concepts and ideas. I do, however, feel that I have a much better handle on how to implement problem based learning into my classroom.
· How will you adjust your plan to fit your current needs?
The main think I have needed to adjust is making the transition from information giver to facilitator. Make this transition seems easy, however, it completely reverses all the instructional methods I have learned in my education classes. Dr. Peggy Etmer states that, “recognition and acceptance of new roles and responsibilities,” is a vital key to making the adjustment as an educator, (Ertmer, Simons, 2006). Identifying the new roles to fascilitate problem-based learning and accepting them is necessary for make this work in the classroom.
Thanks for taking the time to read my blog. As always I encourage your input, comments, and suggestions.
Thanks
Paul
Resources
Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54.
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